2.5 Differentiation
Candidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals. (PSC 2.5/ISTE 2e)
Artifacts: ELL Lesson
ELL Initial Report
ELL Post Reflection
Reflection:
The artifact that I have chosen for this standard was created in the ITEC class Internet Tools in the Classroom. This was an assignment that served as an unstructured field experience for this class. In this artifact I had to work with English Language Learners (ELL). We have 4 boys at my school that fit into this group. I helped all 4 boys in my experience. I used different ELL tools to differentiate instruction and help them create a PowerPoint presentation. I used information that was real to them and that they could connect with. In the end with patience and a differentiated instruction all 4 boys got A’s on their final product.
This artifact shows mastery of standard 2.5 because I modeled and facilitated a technology enhanced learning experience to ELL students. In these lessons I used to technology to differentiate instruction. I did this by using different websites to help me understand how to adjust the content so that my ELL students could take the information in better. These websites gave specific instructions on the process that I needed to take in order to help the students. I then used Google for the students to create their final product of their choosing.
Another way that this artifact shows mastery of this standard is that it occurred in a learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals. Because of their readiness levels these students were placed in an ELL support class to help them. This learning environment was a safe place for them to talk and get the support that they needed. I used this environment for my lessons. After an analysis of each learner’s characteristics, I used their readiness levels to determine the level of work that I needed to give them. Their levels really helped to drive the differentiated instruction. I had them consider their interests and personal goals when they created their final products and it became a part of their presentation.
From this artifact I learned all the work that a teacher needs to go through to truly differentiate instruction. When doing this teachers really need to consider the learner and analyze that learner on different characteristics. Sometimes that characteristic might be a readiness level, sometimes an interest, and sometimes personal choice. In order to make the lesson more student-centered this should be done in the classroom because it can help increase the success of the student. I know that with my ELL students that differentiated instruction had a huge impact on them. If I were to do something different in this experience I would help the students longer and see what I could have done to establish long term effects. I really enjoyed working with these students, but 5 hours just did not seem long enough.
This field experience impacted student achievement by working with ELL students can have a huge impact. At my school there is a big achievement gap between this group and the highest group. This gap can close by continuing to differentiate instruction. The closing of this gap is one way that differentiation can be assessed to see if it is working. This also helps with looking at differentiation as a whole. If this works with ELL groups then why not try on other poorly performing subgroups at my school such as, students with disabilities or African American students.
The artifact that I have chosen for this standard was created in the ITEC class Internet Tools in the Classroom. This was an assignment that served as an unstructured field experience for this class. In this artifact I had to work with English Language Learners (ELL). We have 4 boys at my school that fit into this group. I helped all 4 boys in my experience. I used different ELL tools to differentiate instruction and help them create a PowerPoint presentation. I used information that was real to them and that they could connect with. In the end with patience and a differentiated instruction all 4 boys got A’s on their final product.
This artifact shows mastery of standard 2.5 because I modeled and facilitated a technology enhanced learning experience to ELL students. In these lessons I used to technology to differentiate instruction. I did this by using different websites to help me understand how to adjust the content so that my ELL students could take the information in better. These websites gave specific instructions on the process that I needed to take in order to help the students. I then used Google for the students to create their final product of their choosing.
Another way that this artifact shows mastery of this standard is that it occurred in a learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals. Because of their readiness levels these students were placed in an ELL support class to help them. This learning environment was a safe place for them to talk and get the support that they needed. I used this environment for my lessons. After an analysis of each learner’s characteristics, I used their readiness levels to determine the level of work that I needed to give them. Their levels really helped to drive the differentiated instruction. I had them consider their interests and personal goals when they created their final products and it became a part of their presentation.
From this artifact I learned all the work that a teacher needs to go through to truly differentiate instruction. When doing this teachers really need to consider the learner and analyze that learner on different characteristics. Sometimes that characteristic might be a readiness level, sometimes an interest, and sometimes personal choice. In order to make the lesson more student-centered this should be done in the classroom because it can help increase the success of the student. I know that with my ELL students that differentiated instruction had a huge impact on them. If I were to do something different in this experience I would help the students longer and see what I could have done to establish long term effects. I really enjoyed working with these students, but 5 hours just did not seem long enough.
This field experience impacted student achievement by working with ELL students can have a huge impact. At my school there is a big achievement gap between this group and the highest group. This gap can close by continuing to differentiate instruction. The closing of this gap is one way that differentiation can be assessed to see if it is working. This also helps with looking at differentiation as a whole. If this works with ELL groups then why not try on other poorly performing subgroups at my school such as, students with disabilities or African American students.